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Abstract(s)
No presente relatório é descrita, fundamentada e analisada a Prática Profissional Supervisionada no contexto de Jardim-de-Infância que decorreu numa instituição escolar da rede pública envolvendo 20 crianças entre os 4 e os 6 anos, uma das quais estava diagnosticada com Necessidades Educativas Especiais.
Para além das atividades normais que decorreram com as crianças, tendo em vista o seu desenvolvimento nos vários domínios curriculares, descreve-se igualmente um estudo específico, participado por todas as crianças, em que se procurou compreender qual o impacto da ação global do educador no desenvolvimento de competências emergentes de literacia.
A metodologia baseou-se nos princípios dos estudos de intervenção e foi de natureza mista, tendo assim uma vertente quantitativa e outra qualitativa. Para a recolha de dados quantitativos recorreu-se a um pré-teste e um pós-teste, iguais e especificamente desenhados para o efeito, aplicado individualmente a cada criança. Os dados qualitativos compreenderam notas de campo, observação naturalista e registos fotográficos.
Os resultados mostraram que a ação do educador teve um impacto significativo na aquisição de diversas competências de literacia emergente por parte das crianças, nomeadamente: a capacidade de oralizar acontecimentos passados; o reconhecimento de convenções de leitura; a progressiva distinção entre letras e números; e a capacidade de produzir palavras novas tendo por base uma estrutura silábica fornecida. Não se verificaram diferenças significativas em tarefas que exigiam uma prévia compreensão do princípio alfabético, princípio este ainda em construção nestas idades.
Conclui-se que é importante o/a educador/a promover situações de aprendizagem que, regularmente, promovam a construção de conhecimentos emergentes de literacia.
Faz-se ainda uma reflexão final sobre o impacto da prática profissional no desenvolvimento da profissionalidade docente pelo futuro educador de infância.
ABSTRACT This report analyses the learning processes developed throughout the Professional Supervised Practice that took place in a state run preschool, involving twenty children, four to six year-olds, one of which was diagnosed for Special Educational Needs. Different types of activities are described, aiming at promoting development in a diverse range of curricular domains. A specific intervention study evaluating the impact of preschool teachers’ practices on the development of emergent literacy skills by children is also presented. A mixed methodology was used, both quantitative and qualitative. All children were pre- and post-tested, individually, with the same tool, especially designed by the researcher, measuring emergent literacy skills. Field notes, naturalistic observations and photographic records were also collected. Results showed a significant impact of preschool teachers’ practices on a range of literacy skills, namely: the ability to describe past events; grasping of formal reading conventions; distinguishing letters and numbers; and producing new words once provided with a given syllabic structure. No significant effect was found when tasks required previous understanding of the alphabetic principle, as expected for this age range. The conclusion states that it is highly relevant to implement educational practices, on a daily basis, that promote literacy emergent skills. A final discussion on the impact of supervised practice on the development of preschool would-be teachers’ professionalism is finally performed.
ABSTRACT This report analyses the learning processes developed throughout the Professional Supervised Practice that took place in a state run preschool, involving twenty children, four to six year-olds, one of which was diagnosed for Special Educational Needs. Different types of activities are described, aiming at promoting development in a diverse range of curricular domains. A specific intervention study evaluating the impact of preschool teachers’ practices on the development of emergent literacy skills by children is also presented. A mixed methodology was used, both quantitative and qualitative. All children were pre- and post-tested, individually, with the same tool, especially designed by the researcher, measuring emergent literacy skills. Field notes, naturalistic observations and photographic records were also collected. Results showed a significant impact of preschool teachers’ practices on a range of literacy skills, namely: the ability to describe past events; grasping of formal reading conventions; distinguishing letters and numbers; and producing new words once provided with a given syllabic structure. No significant effect was found when tasks required previous understanding of the alphabetic principle, as expected for this age range. The conclusion states that it is highly relevant to implement educational practices, on a daily basis, that promote literacy emergent skills. A final discussion on the impact of supervised practice on the development of preschool would-be teachers’ professionalism is finally performed.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Literacia emergente Profissionalidade docente Prática profissional supervisionada Emergent literacy Teachers´ professionalism Supervised professional practice